Student Views of Hybrid Learning

Abstract

This one-year case study examined hybrid learning in two elementary teacher education courses, which incorporated the Blackboard Learning Management System (LMS) into the online portion of the coursework. Fifty-one elementary teacher candidates who were enrolled in two hybrid courses participated in the study. Both quantitative and qualitative data were collected from surveys designed to measure students ’ views of hybrid learning. Results showed that a majority of students held positive views, but some had negative experiences and faced challenges. Implications were discussed in terms of how to better utilize this new pedagogy in teacher education to meet the growing demands for engaging student learning.

Keywords:

• hybrid learning
• pedagogy
• technology integration
• student attitude

Additional information

Notes on contributors

Oiuyun Lin

Qiuyun Lin is an assistant professor at the Childhood Education Department of Plattsburgh State University of New York. Her research interests include best practices in elementary teacher education and the intersection between instructional practices and educational technology. Currently, she is engaged in a series of action research as well as a book project involving innovative teaching methods such as hybrid learning and electronic portfolios in elementary teacher education programs.